Centering theories of learning to design humanizing pedagogies and inclusive assessments

Abstract

In this article, we offer a blueprint that connects learning, humanizing pedagogies, and inclusive assessment to foster equity in higher education. First, we build upon extant literature to infuse sociocultural theories in our reimagination of learning. Second, we articulate how inclusive pedagogical practices bring strong potential to humanize campus learning systems. Third, we share strategies for educators to enact inclusive assessment based upon conceptualizations of learning and inclusive pedagogies. Our hope is for readers to consider inclusive assessment as one tool for iteratively redesigning a powerful learning environment where students are supported, affirmed, valued, and validated as their whole selves.

Exploring relationships that college instructors seek to build with intention in chemistry classrooms

“…The analysis of the research literature on college STEM teaching suggests that effective practice demands that instructors take explicit intentional actions to build strong and meaningful relationships between central educational actors and components (Lombardi et al, 2021;Paguyo et al, 2022). An emphasis on building relationships between core elements in education has been at the center of the Continental European educational tradition in which teaching is conceived in terms of a ''Didaktik triangle'' which interconnects the content to be learned (Ct), the student (S), and the teacher (T) (Fig.…”

“…In this study, we use this expanded representation to propose an intentional-relational model that makes explicit the relationships that effective instructors should intentionally build in college classrooms. The model seeks to highlight that rigorous, inclusive, equitable, and culturally responsive teaching in interactive environments requires building strong relationships between students and the subject matter, between students and their peers, between students and the physical and human resources available to support their learning, and between students, teachers, and contextual issues of relevance to the learners, their communities, and their future professions (Paguyo et al, 2022;Artze-Vega et al, 2023). Quality teaching also demands helping students engage in self-regulation and building relations with their current and future selves, and for teachers to connect with themselves as they critically reflect on their practice.…”

“…Teaching is a complex activity that demands paying attention to diverse components and relationships that affect the learning process and acting with intentionality to build and nurture those connections. The intentional-relational model proposed and used in our study makes explicit the major relationships that research suggests support the creation of productive learning environments (Hopmann, 2007;Rezat and Stra ¨ßer, 2012;Paguyo et al, 2022;Artze-Vega et al, 2023). These relationships are interconnected but, in our analysis, we sought to reduce such a complexity by characterizing them as independent relations.…”

Thinking and Learning in Nested Systems: The Classroom Level

“…The challenges brought forth by global and local socio-environmental and socio-political issues in recent years have made evident the need for engaging in inclusive, equitable, and culturally responsive pedagogies that create a classroom climate where students feel welcome, respected, and valued. , Instructional strategies should positively affect students’ self-perception by promoting personal agency in the learning process, self-efficacy, a sense of belonging, and science identity and by fostering self-regulation through dialogue, modeling of strategies, and reflection. , These approaches demand intentional actions by all participants to build strong and meaningful relationships between students and teacher(s), students and their peers in the classroom, students and the course content and available educational resources, and students and their personal and social contexts. , They require explicit instructional decisions and actions to enact and facilitate these relationships …”

“…94 There is consequently an urgent need to engage college instructors in reflection and action to develop and implement more inclusive and expansive forms of assessment, evaluation, and grading. 64 ■ PSYCHOSOCIAL FACTORS Student thinking and individual, social, and cultural factors affect students' and teachers' cognition, affect, and behavior. They influence how instructors and learners conceptualize their roles, frame and engage in activity, respond and adapt to structural factors, and interact and build relationships with each other and the course content.…”